隨著數位裝置、數位學習的普及，以及休閒型態的轉變，學者開始認為遊戲式學習環境可以幫助學習者改善學習成效。然而科技補助雖能吸引學習者，但卻也可能模糊學習焦點，因此若要達成學習目標，教學內容應著重考慮學習者的心理內涵、學習動機，故本研究透過自我決定理論中的基本心理需求(自主性、勝任感)與相對自主性動機(RAI)，建立完整的學習架構，深入探討注意力，並採用有效的獎勵機制作為調節效果，進一步觀察注意力與學習成效，提出相關可行教育政策。目前自我決定理論被廣泛用於了解人類的行為，但依據過去文獻使用此理論來針對遊戲式學習學習者注意力以及獎勵機制的研究仍然非常稀少。
　　本研究實驗設計採用二因子受測間之設計，操弄變項為交易獎勵與關係獎勵兩種獎勵機制，並使用腦波儀、問卷多重方法進行資料蒐集與驗證實驗模型中注意力構面的正確性，共回收有效問卷105份，再透過結構方程模型進行資料分析與驗證。研究結果顯示自主性會正向影響相對自主性動機、相對自主性動機會正向提升注意力，而注意力會顯著影響認知學習成效，且認知學習成效會正向影響實際學習成效。然而，先驗知識、勝任感對於相對自主性動機無顯著影響，相對自主性動機對於認知學習成效也無明顯影響。另外，腦波儀所取得之實際注意力數據與注意力構面的問卷數據在分高低組的情況下，皆對相對自主性動機、認知學習成效有顯著差異，且本研究操弄之高關係獎勵組擁有較高之認知與實際學習成效。另外，腦波儀之注意力數據在分高低組的情況下，與問卷調查法得到的主觀注意力數值有一致的檢定結果。
　　本研究根據研究結果認為，若要改善學習成效，需先滿足自主性需求，使學習動機內化，從而提高注意力，最後便能改善認知與實際的學習成效。另外，研究結果也支持高程度的交易獎勵機制在實務研究中的可行性，供後續遊戲式學習研究提供參考。

As computer games and e-learning grow increasingly popular, educators have turned to game-based learning. However, the advancement of technologies into the world of learning can help learners or undermine the importance of learning in turn. In addition, some researchers argue that the teaching content should take learners’ autonomy, competence, and different types of motivation into consideration. Therefore, this study utilizes the self-determination theory for proposing a complete framework and investigate how reward strategies, prior-knowledge, attention impact learners' effectiveness. At present, very little has been published on the mixing of self-determination theory and reward strategies in game-based learning.
This study used a research approach with system implementation to validate related hypotheses and theories. In the meanwhile, with a commercial EEG device, the study process attention data by EEG signals. The experiment in this study is conducted via a 2-by-2 design (i.e., two levels of transactional rewards and two levels of relational rewards). Data collected from 105 respondents was analyzed using SPSS and SmartPLS. The results indicate that autonomy has a positive effect on RAI; RAI positively influences attention; attention has a positive influence on cognitive learning effectiveness; cognitive learning effectiveness has a positive effect on actual learning effectiveness. On the other hand, transactional reward moderates the relationship between RAI and attention. In the EEG part of the experiment, when the EEG data divided into high and low attention groups, it has a consistent result with the attention value obtained by the questionnaire method. In conclusion, results of this study contribute to the feasibility of transactional reward and also provide a reference for game-based learning.

中文文獻
經濟部工業局(2019)。數位內容產業年鑑。臺北市：經濟部工業局

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